20 Matching Annotations
  1. Mar 2016
    1. With prompting and support, describe the relationship between illustrations and the text in which they appear (

      This standard requires students to know what an illustration is and how they are different from the words in a text. The skill required of students is making connections between the illustrations they see and the story that is being told. A good book for this standard would be No David! The story in this book is mostly told through pictures while the words on the page say things like "No, David!"

    2. Identify the main purpose of a text, including what the author wants to answer, explain, or describe

      This standard requires students to know how to read and to know the role of the author of a text. The skill required is students having to find a meaning in the text that is not worded on the pages. This standard requires students to think deeply about the text in order to find the author's purpose in writing it. A good text to use for this standard would be Green Eggs and Ham. Students would have to think about how the green eggs and ham could relate to their own lives. The main point of this story is fairly easy to understand, it is that you should try food before you say you don't like it, something many elementary students may be able to relate to.

    3. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a

      This standard requires students to have knowledge of the details of a text in order to answer the "where, when, why, what, and how" questions. The skill that is required is that students must think deeply about the text in order to answer questions that are not written in the book. A good book for this would be The Cat in The Hat by Dr. Suess. There are a lot of things going on in this book, and the answer to these questions would be easier to find for young readers. For example, if the question is "why did the cat in the hat show up?" students can see that the kids in the story were complaining about boredom right before he showed up, and thus conclude that the cat and the hat showed up to entertain the kids.

    4. ntify the main topic and retell key details of a te

      In order for students to accomplish this standard they must know what happened in the story and remember specific details. The skill this standard requires is to think about the text as a whole in order to figure out it's main topic. A good book for this would be "brown bear brown bear." Students would have to figure out what is reoccurring in the novel in order to find it's topic. The repeated topics are colors and animals.

  2. Feb 2016
    1. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges

      This common core standard for firth grade students could be greatly applied to the book series, The Chronicles of Narnia: the Lion, the Witch, and the Wardrobe. Students will be able to identify themes such as human atonement or redemption, and relate this theme to specific character actions, like how Aslan sacrificed his own life to save that of another character's.

    2. Use illustrations and details in a story to describe its characters, setting, or events.

      I believe that the Three Little Pigs would be a great text to reach this standard. There are detailed illustrations that could help describe the characters, setting, and events.

    3. Describe characters, settings, and major events in a story, using key details.

      I think that the Three Billy Goats Gruff would be a great text in order for a student to meet this standard.

    4. Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).

      A good book to use for this standard would be The Cat in the Hat by Dr. Suess. The Cat in the Hat is a unique and quirky character, students would have fun describing him.

    5. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song

      A good book to use would be Green eggs and Ham by Dr. Suess because there are a lot of rhyming words in it that create a pleasant rhythm throughout the text.

    6. explain how their actions contribute to the sequence of events

      A good text to use for this standard would be The Lorax by Dr. Suess. One question to ask would be why did the town change so much? The question fits this standard because the characters in the text cut all the trees down, which was a major resource for the town.

    7. eferring explicitly to the text

      A good book to use for this would be The Giving Tree by Shel Silverstein. A teacher can ask students what they think the message of this book was, and ask them to use examples in the book. This book has many examples of the main character taking advantage of the tree.

    8. demonstrate understanding of their central message or lesson.

      A good story to use for this standard would be green eggs and ham, because the central message (that you should try things before saying you don't like them) is fairly easy to understand.

    9. Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.

      For this standard, students would have to read a variety of poems, plays and prose to understand the structural differences. Then the students must use the structural knowledge to properly write and speak about poems and plays. A good play for this standard would be Annie and a good collections of poems to understand structure would be from poet Roald Dahl.

    10. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text

      Students must read a wide variety of fiction story types, understand the moral, and explain what key details help identify it. I think stories about the greek gods would be fun and exciting for kids, possibly Hercules as a book and movie follow up.

    11. Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or from different cultures.

      This would require child to read different versions of the same story in order to understand different cultures. Students can make Venn diagrams or use other graphic organizers to compare and contrast

      any of the classic fairy tales, cinderella, little red riding hood and more would help teach this standard.

    12. dentify who is telling the story at various points in a text

      This would require students to learn about point of view during the story. They might not have to understand terms like first person and third person, but they might be able to tell if it is the author or the main character telling the story.

      Diary of a Wimpy Kid series would be helpful to understand point of view because the main character is also the story teller.

    13. With prompting and support,

      The idea of prompting and supporting students is crucial to teaching. For prompting, a teacher might ask the whole class, calling on students raising their hands in the group or walking around to individual students to assess their knowledge.

      For support, a teacher might provide a graphic organizer for a story and events, word banks, helpful hints, fill in the blanks, highlighting key words or verbal support with encouraging language. The obvious support would be reading the story aloud or to an individual student.

    14. With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

      I think Pezzettino by Leo Lionni would be a good text for this standard because the characters in this book are more abstract and the text is very basic, so it provides students with an opportunity to give a variety of answers.

    15. Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

      A good example of a text that students can make connections between would be Alice in Wonderland in comparison to the Disney movie. There are many elements of the money that come directly from the story itself.

    16. settings, and major events in a story

      I think the Three Little Pigs would be a good story for this standard because it changes settings and has easily identifiable characters.